GRANITE SCHOOL DISTRICT
English Language Arts 10 th Grade Quarter 1 Module
Credit Recovery
Aligned to Utah ELA Standards
Welcome to Credit Recovery
This is how it works:
There are no letter grades awarded for credit recovery-only pass or fail.
Each quarter equals .25 credit.
You can receive the credit in two ways:
1) Pass the pre-test with at least 80% correct or higher. This test is optional. You will be
required to show ID to the credit recovery test administrator or teacher to take this
test. You may also take this test as a diagnostic so that you know what you need to
learn as you go through the module.
2) If you don't pass the pre-test with at least 80% correct or higher, you will work through
the course, hand in all assignments to your credit recovery teacher, then pass the posttest with 60% correct or higher. You will be required to show ID to take this test.
To earn .25 credits for 10th grade Quarter 1 - English Language Arts, you need to complete:
Section 1: Reading Literature
Section 2: Reading Informational Texts
Section 3: Writing
Section 4: Speaking and Listening
Section 5: Language
You must complete all of the work. All learning activities are either graded as complete or incomplete. If
you get an incomplete, the teacher will let you know what needs to be fixed and you can submit again
after you have improved your work.
You must also:
Pass the final assessment at 60% correct or higher
When you are reviewing for the post-test, you may revisit and/or redo any of the assignments and review resources as many times as you would like.
1 - Revised 11/11/2014
GRANITE SCHOOL DISTRICT
English Language Arts 10 th Grade Quarter 1 Module
Credit Recovery
Aligned to Utah ELA Standards
Instructions for this module:
1. Reading and other referenced materials are either included in the packet or from an open source that can be accessed from the given URL address. Instructions and URLs will be given with each assignment.
2. Check off each assignment as you finish it and it is marked as complete by the teacher. Keep the assignments –
you must turn them in at the end of the packet to receive credit.
3. You will need internet access for some of the work.
a. If you are working from the module/packet as a PDF, web sites are linked directly to the web page. Move the
cursor over the web address and click. If the link does not work, type in or copy and paste the web site into the
address bar of your browser.
b. If you are working from paper, you will need to type the web site into the address
bar of your browser.
c. If you are sure you have typed in the address or linked correctly and the web site is unavailable, see your instructor for solutions or suggestions.
4.
There are 5 sections in this module. Work through each section. If you need to redo sections or practice any of
the pieces more than once to prepare for the final, you may.
*A Note about English: The content for English is the skill expected as determined by the Utah State Core. For example, identify the author’s tone is a skill., but understanding any particular text is not. The skills that will be focused on for each quarter are expressed through the “I Can” statements. The texts for the pre-test, module work,
and post-test are different. That way it is the skill— not the text— that is being tested and learned.
Pre-assessment
Take the 10th grade quarter 1 pre-assessment test.
If you score 80% or higher –
You do not have to complete the packet.
Your credit recovery teacher will verify your score and help arrange for credit.
If you score 79% or lower –
Complete the packet.
Turn in all work.
Pass the final assessment at 60% or higher.
2 - Revised 11/11/2014
GRANITE SCHOOL DISTRICT
English Language Arts 10 th Grade Quarter 1 Module
Credit Recovery
Aligned to Utah ELA Standards
KEY VOCABULARY ?
As you study this unit, you will be using the following key vocabulary words:
Make sure you know their definitions and how to use them correctly. Even if there are no specific exercises practicing these terms, you will be responsible for knowing them.
analysis
audience
central idea
character analysis
cite
collaboration
colon
connotation
context
editing
explicit
formal
inference
informal
media
organization
publish
purpose
revising
semi-colon
theme
style
tone
task
word choice
technology
textual evidence
I Can Statements for 10th Grade Quarter 1
(What you are expected to know and be able to do.)
Language
I can correctly spell, punctuate, and capitalize (L.9-10.2).
I can use context and other strategies to determine and clarify word meaning (L.9-10.4).
Reading Literature
I can use text evidence (RL.9-10.1).
I can determine theme and/or central idea (RL.9-10.2).
I can analyze characters (RL.9-10.3).
I can use context to find the meanings of words and phrases (RL.9-10.4).
Reading Informational Text
I can use text evidence (RI.9-10.1).
I can determine theme and/or central idea (RI.9-10.2).
I can analyze how an author presents information for purpose (RI.9-10.3).
I can use context to find the meanings of words and phrases (RI.9-10.4).
Writing
I can write using correct organization and style for my task and audience (W.9-10.4).
I can use the writing process to strengthen my writing (W.9-10.5).
I can use technology to gather texts, produce writing, and communicate with peers (W.9-10.6).
I can write appropriately to a range of both short and extended tasks (W.9-10.10).
Speaking/Listening
I can collaborate with others effectively and appropriate to task (SL.9-10.1).
I can analyze information presented in media formats (SL.9-10.2).
3 - Revised 11/11/2014
GRANITE SCHOOL DISTRICT
English Language Arts 10 th Grade Quarter 1 Module
Credit Recovery
Aligned to Utah ELA Standards
Unit 1—Language
(Make sure you show evidence to the teacher that all assignments have been completed and have the teacher check
it off even when there is not a paper to be turned in. Most of the time, you will be using your own paper. When a
specific organizer or worksheet is required, ask the Credit Recovery teacher to get you a copy. Be sure to keep all of
your work to be handed in, scored , and recorded. The Assignment record is found at the end of this module /
packet.)
Lesson 1 - Conventions
I can correctly spell, punctuate, and capitalize (L.9-10.2).
*Throughout this module you will be expected to demonstrate the ability to use standard English punctuation,
grammar, and spelling.
Section 1-1: Review
You have studied punctuation for many years. Below is a quick way to review items that you should know and understand. Use the review exercises to learn items you have missed, refresh items you think you know, and build mastery.
Assignment 1-1a - Commas
Go to Quizlet.com— Commas by Mich1024 http://quizlet.com/33865840/commas-flash-cards/. You do not need a
login to use this site. This page is for learning and reviewing commas. Record scores, print, or show other means of
proving that you did this task.
1.
2.
3.
4.
5.
Click on “Flash Cards” in the upper left. Study the rules and descriptions until you are comfortable with them.
Click the box marked “Learn.” Practice until you get them all correct.
Practice with the speller.
Click “Scatter” to practice. Try it three times. Record your best time.
Click “Space Race” and “Play.”
Assignment 1-1b - Types of Sentences and End Punctuation
Go to Quizlett.com - End Punctuation by Tudderd at http://quizlet.com/25447507/end-punctuation-flash-cards/.
You do not need a login to use this site. This page is for learning and reviewing commas. Record scores, print, or
show other means of proving that you did this task.
1.
2
3.
4.
5.
Click on “Flash Cards” in the upper left. Study the rules and descriptions until you are comfortable with them.
Click the box marked “Learn.” Practice until you get them all correct.
Practice with the speller.
Click “Scatter” to practice. Try it three times. Record your best time.
Click “Space Race” and “Play.”
Assignment 1-1c - General Spelling
There are many rules for spelling. When you are unsure of how to spell a word, the best resource is a dictionary—
online or otherwise. If you can start with a few letters, you can usually find the correct spelling.
There are also helps in learning the rules that make standard spellings easier. Here are a few resources you might use
when you need help with spelling:
www.dictionary.com - an online dictionary
http://grammar.ccc.commnet.edu/grammar/spelling.htm - suggestions to help you spell, basic rules, and quizzes
http://www.oxforddictionaries.com/us/words/spelling-rules-and-tips—a large amount of help and hints
http://www.grammarly.com/handbook/ - excellent resource for all language subjects
www.quizlet.com - practice on every language subject
4 - Revised 11/11/2014
GRANITE SCHOOL DISTRICT
English Language Arts 10 th Grade Quarter 1 Module
Credit Recovery
Aligned to Utah ELA Standards
Assignment 1-1d - Capitalization
Go to Quizlet.com - Capitalization by bearvalley at http://quizlet.com/28952512/capitalization-flash-cards/. You do
not need a login to use this site. This page is for learning and reviewing commas. Record scores, print, or show other means of proving that you did this task.
1.
2
3.
4.
5.
Click on “Flash Cards” in the upper left. Study the rules and descriptions until you are comfortable with them.
Click the box marked “Learn.” Practice until you get them all correct.
Practice with the speller.
Click “Scatter” to practice. Try it three times. Record your best time.
Click “Space Race” and “Play.”
Assignment 1-1e - Possessive Nouns
Read the information from Grammar Mudge about possessive nouns.
The possessive case of nouns in English is formed by using an apostrophe plus the letter s or only an apostrophe. It is a kind of shorthand. Instead of writing "the tail of the dog" or "the tail that belongs to the dog," we
write "the dog's tail." We make the owner of the tail (dog) possessive by adding apostrophe plus s.
Before venturing any further into the exotic realm of possessive nouns, note a basic point: Do not confuse simple plurals with possessive nouns. If we want to change dog to plural so as to designate more than one dog, we
add s – nothing else, just s. We do not use the apostrophe to make words plural.
Note also that, if the phrase already contains the words of or for to show possession, one does not add the possessive 's or apostrophe ending. For instance, if one writes, "The names of the two dogs are Ralph and
George," one does not need an apostrophe on or in the word dogs. The phrase "of the two dogs" already
states the possession. The word dogs is not possessive but a simple plural. Grammatically, it is the object of
the preposition of, and, as such, it is not possessive.
Rules for Forming the Possessive
Form the possessive of nouns not ending in s by adding an apostrophe plus the letter s.
> the dog's tail . . . the children's toys . . . his master's voice . . . the company's employees . . . the men's room .
. . a week's wages.
Form the possessive of nouns that end in s by adding just an apostrophe.
> both boys' parents . . . the two dogs' barking . . . these students' grades . . . several companies' products . . .
the ladies' room . . . Moses' laws. (But read on regarding the last example and the rule for singular nouns ending in s.)
It is as simple as that. However, we do have one area of particular difficulty – the matter of singular nouns ending in s. Here, the usual rule is to add apostrophe + s ('s) to the s-ending singular as long as pronouncing the
extra syllable (which sounds like "iz" or "ziz") is not awkward. Thus, we have: James's house, Tess's car, and
the boss's office. Some s-ending singular nouns, however, become awkward to say if we add "iz" or "ziz" to
them. Try sounding out "Jesus(iz) teachings," "Moses(iz) laws," or "Sophocles(iz) plays." It's tough. Thus, in
these instances, we use only the apostrophe: Jesus' teachings, Moses' laws, or Sophocles' plays. In such instances, though, we should try to avoid using the possessive case altogether and write: the teachings of Jesus,
the laws of Moses, the plays of Sophocles.
This is the basic information for possessives. There are always exceptions. You may go to http://
www.grammarmudge.cityslide.com/articles/article/426348/4944.htm to learn about these exceptions and difficult
words.
Assignment 1-1f - Plurals
Review basic rules with a great reference chart about plurals from Fact Monster at http://www.factmonster.com/
ipka/A0886509.html
You could print this chart and use it for a quick reference.
5 - Revised 11/11/2014
GRANITE SCHOOL DISTRICT
English Language Arts 10 th Grade Quarter 1 Module
Credit Recovery
Aligned to Utah ELA Standards
Section 1-2: Focus and Learn
Assignment 1-2a - Ellipsis and Dash
1. An ellipsis is a series of three dots (. . .) used for a variety of reasons. You use ellipses to create a long pause
where you don’t want a full stop with a period. You can also use a dash for a long pause.
Example: There it was again . . .that subtle, but creepy scratching.
There is was again—that loud, terrifying scratching.
2.Both an ellipsis and dash can be used in dialogue for effect.
Example: Jonathan, please, what I meant was . . . “”
What? What did you mean?”
(Used to trail off the idea and not complete it.)
“Jonathan, please, what I meant was—”
“I don’t want to hear your excuses. It’s too late.”
(Used to show the first speaker being cut off?”
3.Ellipses are great for slowing the reader down within a narrative.
Example: They gazed into each other’s eyes until hesitantly … gently … they shared their first kiss.
As a pause technique, the use of an ellipsis or a dash is often a choice. Rewrite the following sentences using either a dash or an ellipses in the proper place. Use your own paper where appropriate and make sure you keep it
to turn in for scoring.
1.The reporter relentlessly pursued the woman determined to get her to make a statement.
2.She walked in the tallest woman ever seen and took a seat at the counter.
3.The wise collector should just bite the bullet and acquire both paintings.
Assignment 1-2b - Ellipsis for Omitted Material
You also use ellipsis when you omit words from the beginning middle or end of quoted material. You can even
omit complete sentences.
Example: The author advises, “In analyzing nonverbal signals, look at the total pattern of behavior rather than just
one symbol…” (The rest of the quote is omitted.)
The market researchers outlined several possible explanations for the drop in sales . . . No matter how many ways
they analyzed the data, the projections were negative. (Several sentences were omitted in the center of the material.)
Rewrite the following paragraph leaving out material from the beginning, middle, end or all three using ellipses.
The rewrite needs to make sense.
From Oh, Yuck! The Encyclopedia of Everything Nasty
“Ants are everywhere. More than 8,800 different types swarm all over the globe. Some like sweets, some like
meat, some can kill a person. You may think they’re merely annoying. But what could be more disgusting than
something like the Pharaoh Ant? This nuisance loves hospitals, where it feast on surgical wounds, IV solutions,
sealed packs for sterile dressings or, better yet, used bloody bandages that have been tossed in the trash! And
than there's the famous Odorous House ant—it stinks of rotten coconuts when you squish it”
6 - Revised 11/11/2014
GRANITE SCHOOL DISTRICT
English Language Arts 10 th Grade Quarter 1 Module
Credit Recovery
Aligned to Utah ELA Standards
Assignment 1-2c - Semicolon and Conjunctive Adverbs for Linking
In addition to using semicolons for tying together closely related independent clauses and to introduce lists, they
are used for linking with a conjunctive adverb. That sounds scarier than it is. A conjunctive adverb is a word that
connects two independents clauses (and are followed by a comma).
Example connecting independent clauses:
Some people write with a word processor; others write with a pen or pencil.
Example connecting independent clauses with a conjunctive adverb:
People are allowed to make their own decisions; as a result, many people swear by their writing methods.
Here is a quick list of conjunctive adverbs:
Rewrite the two closely related sentence into one using a semicolon and a conjunctive adverb.
1. Only two people registered for the potter lessons. The class was canceled.
2. Juan is planning to become an artist. He is interested in oil pottery and oil paints.
3. My brothers and sisters are better at sports. I am better at computers
Assignment 1-2d - Colon Review
Colons are also used in a variety of ways. To review the use of colons, goo to QuickandDirty tips.com - Grammar
Girl - “HOW TO USE ONE PUNCTUATION MARK: THE COLON” at http://www.quickanddirtytips.com/education/
grammar/colons . There are three short pages. Make sure you read them all. Then watch the video “Grammar &
Punctuation: When to Use a Colon” at https://www.youtube.com/watch?v=-tH2Eg4emrk to read six rules for
using colons.
Assignment 1-2e - Colon for Lists and Quotations
Practice on using colons for lists and quotations Rewrite the sentences using colons. Refer to the review items in
1-2d as needed.
1.
In Washington, D. C., we visited four important national sites the white House, the Washington Monument, the Vietnam
Veterans Memorial, and the Lincoln Memorial.
2. At the amusement park we rode several rides the roller coaster, the Ferris wheel, the bumper cars,
3. One of Thomas Paine’s first pamphlet starts with the words These are the times that try men’s souls.
Assignment 1-2f - Tying it all together
The passage on the next page contains 28 errors of all kinds. Using the review and any other resources, work
until all of the errors are found and fixed. Even though it wasn’t reviewed, also look for grammar errors such as
proper verb form.
7 - Revised 11/11/2014
GRANITE SCHOOL DISTRICT
English Language Arts 10 th Grade Quarter 1 Module
Credit Recovery
Aligned to Utah ELA Standards
Gutenberg
Adapted excerpt from Heroes every child should know at Gutenberg.or public domain
“the youth of lincoln”‘
He was long he was strong he was wiry. He were never sick was always good-natured never a bully and always a freind of
the week. He must have been a funny-looking boy. His skin was sallow, pale and yellow in any light. He wore a linseywoolsey shirt, buckskin breeches, a coon-skin cap, and heavy "clumps" of shoos. He growed so fast that his breeches never
came down to the tops of his shoes instead of stockings, you could always see "twelve inches of shinbones," sharp, bleu,
and narrow. He was laughing much, was always ready to give and take jokes and hard nocks, had a squeaky, changing
voice, a small head, big ears and was always what thackeray called "a gentle-man." Such was abraham lincoln at fifteen.
Was he a great reader He red every book and newspaper he could get hold of But Abraham, with all his reading, did more
work than his father any day his stepmother, too, took his side and at last got her husband to let the boy read and study at
home. abe was a good son to me, she said, many years after (missing words at end of sentence)
The boy kept a sort of shingle scrap-book; he kept a paper scrap- book, too. Into these he will put whatever he cared to
keep— Poetry, History, funny sayings, fine passages. He had a scrap-book for his Arithmetic "sums," too, and one of these
are still in existence
Lesson 2 - Word Meanings
I can use context and other strategies to determine and clarify word meaning (L.9-10.4).
Section 2-1: Review
You have studied vocabulary for many years. Below is a quick way to review items that you should know and
understand. Use the review exercises to learn items you have missed, refresh items you think you know, and
build mastery.
Assignment 2-1a - Using Context Clues
Go to Quia - “Context Clues” at http://www.quia.com/pop/35971.html and take the quiz to practice using
clues. Press the “Play this game! Button. Record your score to turn in. Repeat until you have at least 80%.
Assignment 2-1b - Roots, Prefixes, and Suffixes
The basics of language are the bits and pieces of words that go together to make a whole word. These bits and
pieces are called morphemes. You know many of them already. By knowing the bits and pieces, you can often
guess at the meaning of a new word that you find as you read or take a test. Go to Quizlet.com to review some
of the most common of these morphemes. Practice each until you get 80% or higher. Hopefully, you will use
this knowledge often. This is just a few. You may find more at the same site.
Morpheme Final by lbock - http://quizlet.com/23577163/morpheme-final-flash-cards/
Morpheme 17 by lbock - http://quizlet.com/29545455/morpheme-17-flash-cards/
Morphemes by justinunc - http://quizlet.com/2950031/morphemes-flash-cards/
Instructions for all quizlet practices.
Record scores, print, or show other means of proving that you did this task.
1. Click on Flash Cards in the upper left. Study the rules and descriptions until you are comfortable with them.
2. Slick the box marked Learn. Practice until you get them all correct.
3. Optional. Practice with the speller.
4. Click scatter to practice. Try it three times. Record your best time.
5. Click Space Race to do the game.
8 - Revised 11/11/2014
Revised 1/1/2014
GRANITE SCHOOL DISTRICT
English Language Arts 10 th Grade Quarter 1 Module
Credit Recovery
Aligned to Utah ELA Standards
Section 2-2: Focus and Learn
Assignment 2-2a - Patterns of Word Changes
Another thing that roots, suffixes and prefixes can help with is changing the same words into different forms.
Take the noun “sense.” Ex. Common sense is lacking in many people.
Turn it into an adjective by adding the suffix - less (without). Ex: His senseless act hurt everyone on the team.
Add the suffix - ize and you have a verb. Ex: Training will sensitize the police dog to help with drug discovery.
Now add both the suffix –ize and the prefix de– to make another verb. Ex. You can desensitize yourself to smells.
Here is a chart to help with which endings often turn a word into a different part of speech for use in a sentence:
Notice that certain suffixes (endings) tend to belong mostly to a certain part of speech:
Noun
Verb
Adjective
adverb
-or, -er, -tion, -sion, -ness,
-bility, -ivity, -ity, -yst, -let,
-ance, -ence, -ment, -ship,
-hood
-ate, -ize, -yze, -ing, -en, -ed,
-ine
-ive, -or, -ory, -less, -ible,
-able, -al, -ile, -ing, -ar, -ous,
-er, -ed, -ite, -y, -lent
-ibly, -ally, -ly, -ably, -wards,
-wise
Fill in the blanks with the appropriate form of the word.
1.
2.
3.
4.
(indicate)
(analysis)
(circle)
(light)
There is no ____________ (noun) that the answer is wrong.
Understanding the experiment requires us to look at the data _______________(adverb).
The tiger was ____________(verb) its prey.
The ____________ (adjective) night was without moon or stars to guide the way.
Assignment 2-2b - Multiple Meaning Words
Many words in English have more than one meaning. Recognizing which meaning is being used can keep from
misunderstanding. Just for fun go to Quia and play the “Multiple Meaning Words jeopardy” game at http://
www.quia.com/cb/29778.html. Record your score and turn it in for credit. This game can be played with two
players if you would like to have a little competition.
Assignment 2-2c - Using Dictionaries and Other Sources
Go to any dictionary resource such as www.dictionary.com to look up these words from the piece on Abraham
Lincoln. Put the definition and part of speech as it is used in the sentence. Also give the etymology (origin) of the
word.
Word
Part of speech
Definition
Etymology
wiry
sallow
linsey-woolsey
9 - Revised 11/11/2014
GRANITE SCHOOL DISTRICT
English Language Arts 10 th Grade Quarter 1 Module
Credit Recovery
Aligned to Utah ELA Standards
Unit 2 - Reading Literature
(Make sure you show evidence to the teacher that all assignments have been completed and have the teacher
check it off even when there is not a paper to be turned in. Most of the time, you will be using your own paper.
When a specific organizer or worksheet is required, ask the Credit Recovery teacher to get you a copy. Be sure to
keep all of your work to be handed in, scored , and recorded. The Assignment record is found at the end of this
module /packet.)
Lesson 1—Citing Evidence
I can use text evidence (RL.9-10.1).
Section 1-1: Citing Evidence Review
Assignment 1-1a — What does citing evidence mean?
Dictionary.com defines “citing” as “1. to quote (a passage, book, author, etc.) especially as an authority: 2. to mention in support, proof, or confirmation; refer to as an example.”
Dictionary.com also defines “evidence” as “1. that which tends to prove or disprove something; ground for belief;
proof.”
So citing evidence means to quote a passage to prove or disprove an idea or conclusion.
Watch the video that tells WHY we need to give evidence. “eSpark Learning: Textual Evidence Instructional Video
(7.RL/RI.1)” https://www.youtube.com/watch?v=2fy1_PL_MV8
Assignment 1-1b— What are different ways to cite evidence?
The word “cite” literally means “to say.” We cite sources to say where we get the evidence we use in writing. The
reason we cite sources is to avoid plagiarism. Plagiarism is stealing another person’s work. By giving credit to your
source, or saying where you get it, you avoid plagiarism. This is an absolute must! It is easy to give credit. There
are many different ways to cite sources. Let’s discuss in-text citations first.
Assignment 1-1c— Practice In-text Citations
Most of the time, in-text citation is the best and quickest way to avoid plagiarism. Let’s look at a few examples.
Direct Quote: *Note: Websites, as well as other sources, do not usually have a page number. They may be left out
when not applicable. In addition, you may not always have an author. You may simply use a title of your source.
Example 1: “Human beings have been described as symbol-using animals.” (Burke 3).
Example 2: In the book by Burke, he states “Human beings have been described as symbol-using animals.” (3).
Example 3. On page three of Burkes book, it states “human beings have been described as symbol-using
animals.”
Any of these examples could be turned into an indirect quote by paraphrasing the statement.
Example 4: on page three of burkes book he indicates that humans are the only animals that use symbols.
Your turn. Rewrite this piece of information below into an in-text citation three different ways. Use a variety of
methods. Use your own paper where appropriate and make sure you keep it to turn it for scoring.
————
From page 353 of The Essentials of Language: a writer's handbook by Agatha Hart
The purpose of an in-text citation is to refer the reader to the works-cited list at the end of your paper or to give a
specific reference to textual evidence you are using to prove your point.
10 - Revised 11/11/2014
GRANITE SCHOOL DISTRICT
English Language Arts 10 th Grade Quarter 1 Module
Credit Recovery
Aligned to Utah ELA Standards
Assignment 1-1d - Explicit and Inferred Evidence
Explicit evidence is that which is clearly and precisely presented.
Inferred/inferential evidence is that which is found by putting the clues together (analyzing the explicit evidence). You
find the inferred evidence by taking what the text says, add what you already know, and put it together into an idea.
When you see the term “implicit evidence” that is the same as inferential evidence.
Go to Citing Implicit and Explicit Evidence at https://www.youtube.com/watch?v=hR5q5_Vq9Zo for a fuller explanation of the terms and a little practice. Ignore the assignment on the last slide.
Assignment 1-1e - Read “The Masque of the Red Death” by Edgar Allen Poe.
Adapted from Gutenberg.org open domain
The Masque of the Red Death
By
Edgar Allan Poe
The "Red Death" had long devastated the country. No pestilence had ever been so fatal, or so hideous. Blood
was its Avatar and its seal—the redness and the horror of blood. There were sharp pains, and sudden dizziness, and
then profuse bleeding at the pores, with dissolution. The scarlet stains upon the body and especially upon the face of
the victim were the bans which shut him out from the aid and from the sympathy of his fellow-men. And the whole
seizure, progress and termination of the disease, were the incidents of half an hour.
But the Prince Prospero was happy and dauntless and sagacious. When his dominions were half depopulated,
he summoned to his presence a thousand hale and light-hearted friends from among the knights and dames of his
court, and with these retired to the deep seclusion of one of his castles. This was an extensive and magnificent structure, the creation of the prince's own eccentric taste. A strong and lofty wall girdled it in. This wall had gates of iron.
The courtiers, having entered, brought furnaces and massy hammers and welded the bolts. They resolved to leave
means neither of ingress nor egress to the sudden impulses of despair or of frenzy from within. The castle was amply
provisioned. With such precautions the courtiers might bid defiance to contagion. The external world could take care
of itself. In the meantime it was folly to grieve, or to think. The prince had provided all the appliances of pleasure.
There were buffoons, there were improvvisatori, there were ballet-dancers, there were musicians, there was Beauty,
there was food and drink. All these and security were within. Without was the "Red Death".
It was towards the close of the fifth or sixth month of his seclusion, and while the pestilence raged most furiously abroad, that the Prince Prospero entertained his thousand friends at a masked ball of the most unusual magnificence.
It was a voluptuous scene, that masquerade. But first let me tell of the rooms in which it was held. These were
seven—an imperial suite. In many palaces, however, such suites form a long and straight vista, while the folding doors
slide back nearly to the walls on either hand, so that the view of the whole extent is scarcely impeded. Here the case
was very different, as might have been expected from the duke's love of the bizarre. The apartments were so irregularly disposed that the vision embraced but little more than one at a time. There was a sharp turn at every twenty or thirty yards, and at each turn a novel effect. To the right and left, in the middle of each wall, a tall and narrow Gothic window looked out upon a closed corridor which pursued the windings of the suite. These windows were of stained glass
whose color varied in accordance with the prevailing hue of the decorations of the chamber into which it opened. That
at the eastern extremity was hung, for example in blue—and vividly blue were its windows. The second chamber was
purple in its ornaments and tapestries, and here the panes were purple. The third was green throughout, and so were
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the casements. The fourth was furnished and lighted with orange—the fifth with white—the sixth with violet. The
seventh apartment was closely shrouded in black velvet tapestries that hung all over the ceiling and down the
walls, falling in heavy folds upon a carpet of the same material and hue. But in this chamber only, the color of the
windows failed to correspond with the decorations. The panes here were scarlet—a deep blood color. Now, there
was no light of any kind emanating from lamp or candle within the suite of chambers. But in the corridors that followed the suite, there stood, opposite to each window, a heavy tripod, bearing a brazier of fire that projected its
rays through the tinted glass and so glaringly illumined the room. And thus were produced a multitude of gaudy
and fantastic appearances. But in the western or black chamber the effect of the fire-light that streamed upon the
dark hangings through the blood-tinted panes, was ghastly in the extreme, and produced so wild a look upon the
countenances of those who entered, that there were few of the company bold enough to set foot within its precincts at all.
It was in this apartment, also, that there stood against the western wall, a gigantic clock of ebony. Its pendulum swung to and fro with a dull, heavy, monotonous clang; and when the minute-hand made the circuit of the
face, and the hour was to be stricken, there came from the brazen lungs of the clock a sound which was clear and
loud and deep and exceedingly musical, but of so peculiar a note and emphasis that, at each lapse of an hour, the
musicians of the orchestra were constrained to pause, momentarily, in their performance, to harken to the sound;
and thus the waltzers ceased their evolutions; and there was a brief disconcert of the whole company; and, while
the chimes of the clock yet rang, it was observed that the giddiest grew pale, and the more aged and sedate passed
their hands over their brows as if in confused reverie or meditation. But when the echoes had fully ceased, a light
laughter at once pervaded the assembly; the musicians looked at each other and smiled as if at their own nervousness and folly, and made whispering vows, each to the other, that the next chiming of the clock should produce in
them no similar emotion; and then, after the lapse of sixty minutes, (which embrace three thousand and six hundred seconds of the Time that flies,) there came yet another chiming of the clock, and then were the same disconcert and tremulousness and meditation as before.
But, in spite of these things, it was a magnificent revel. The tastes of the duke were peculiar. He had a fine
eye for colors and effects. He disregarded the decor of mere fashion. His plans were bold and fiery, and his conceptions glowed with barbaric luster. There are some who would have thought him mad. His followers felt that he was
not. It was necessary to hear and see and touch him to be sure that he was not.
He had directed, in great part, the movable embellishments of the seven chambers, upon occasion of this
great fête; and it was his own guiding taste which had given character to the masqueraders. Be sure they were grotesque. There were much glare and glitter and phantasm. There were arabesque figures with unsuited limbs and
appointments. There were delirious fancies such as the madman fashions. There were much of the beautiful, much
of the bizarre, something of the terrible, and not a little of that which might have excited disgust. To and fro in the
seven chambers there stalked, in fact, a multitude of dreams. And these—the dreams—writhed in and about taking
hue from the rooms, and causing the wild music of the orchestra to seem as the echo of their steps. And, anon,
there strikes the ebony clock which stands in the hall of the velvet. And then, for a moment, all is still, and all is silent save the voice of the clock. The dreams are stiff-frozen as they stand. But the echoes of the chime die away—
they have endured but an instant—and a light, half-subdued laughter floats after them as they depart. And now
again the music swells, and the dreams live, and writhe to and fro more merrily than ever, taking hue from the
many tinted windows through which stream the rays from the tripods. But to the chamber which lies most westwardly of the seven, there are now none of the maskers who venture; for the night is waning away; and there flows
a ruddier light through the blood-colored panes; and the blackness of the sable drapery appalls; and to him whose
foot falls upon the sable carpet, there comes from the near clock of ebony a muffled peal more solemnly emphatic
than any which reaches their ears who indulged in the more remote of the other apartments.
But these other apartments were densely crowded, and in them beat feverishly the heart of life. And the
revel went whirlingly on, until at length there commenced the sounding of midnight upon the clock. And then the
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music ceased, as I have told; and the evolutions of the waltzers were quieted; and there was an uneasy cessation
of all things as before. But now there were twelve strokes to be sounded by the bell of the clock; and thus it happened, perhaps, that more of thought crept, with more of time, into the meditations of the thoughtful among
those who reveled. And thus too, it happened, perhaps, that before the last echoes of the last chime had utterly
sunk into silence, there were many individuals in the crowd who had found leisure to become aware of the presence of a masked figure which had caught the attention of no single individual before. And the rumor of this new
presence having spread itself whisperingly around, there arose at length from the whole company a buzz, or murmur, expressive of disapprobation and surprise—then, finally, of terror, of horror, and of disgust.
In an assembly of phantasms such as I have painted, it may well be supposed that no ordinary appearance
could have excited such sensation. In truth the masquerade license of the night was nearly unlimited; but the figure in question gone beyond the bounds of even the prince's indefinite decorum. There are chords in the hearts of
the most reckless which cannot be touched without emotion. Even with the utterly lost, to whom life and death
are equally jests; there are matters of which no jest can be made. The whole company, indeed, seemed now deeply to feel that in the costume and bearing of the stranger neither wit nor propriety existed. The figure was tall and
gaunt, and shrouded from head to foot in the habiliments of the grave. The mask which concealed the face was
made so nearly to resemble the countenance of a stiffened corpse that the closest scrutiny must have had difficulty in detecting the cheat. And yet, all this might have been endured, if not approved, by the mad revelers around.
But the mummer had gone so far as to assume the type of the Red Death. His vesture was dabbled in blood—and
his broad brow, with all the features of the face, was besprinkled with the scarlet horror.
______________________________
Assignment 1-1f - Practicing Explicit and Inferred Evidence
Here are some statements about the first section of “The Masque of the Red Death.” Give the specific evidence
from the text that that proves these statements. Then tell whether it is explicit or inferred.
1. A. The red death was a terrible disease.
B. Evidence from the text C. Explicit or inferred?
2. A. Prince Prospero felt he was fully protected against the red death.
B. Evidence from the text C. Explicit or inferred?
3. A. Most of the guests were afraid of the 7th room.
B. Evidence from the text C. Explicit or inferred?
4. A. The sound of the clock in the black and red room (7th room) caused all who heard it to stop what they
were doing.
B. Evidence from the text C. Explicit or inferred?
5. A. Though apparently safe within the castle, the Prince’s guests were still very much afraid of the red death.
B. Evidence from the text C. Explicit or inferred?
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(Finish reading the story.)
When the eyes of the Prince Prospero fell upon this spectral image (which, with a slow and solemn movement, as if
more fully to sustain its role, stalked to and fro among the waltzers) he was seen to be convulsed, in the first moment with a strong shudder either of terror or distaste; but, in the next, his brow reddened with rage.
"Who dares,"—he demanded hoarsely of the courtiers who stood near him—"who dares insult us with this
blasphemous mockery? Seize him and unmask him—that we may know whom we have to hang, at sunrise, from
the battlements!"
It was in the eastern or blue chamber in which stood the Prince Prospero as he uttered these words. They
rang throughout the seven rooms loudly and clearly, for the prince was a bold and robust man, and the music had
become hushed at the waving of his hand.
It was in the blue room where stood the prince, with a group of pale courtiers by his side. At first, as he
spoke, there was a slight rushing movement of this group in the direction of the intruder, who at the moment was
also near at hand, and now, with deliberate and stately step, made closer approach to the speaker. But from a certain nameless awe with which the mad assumptions of the mummer had inspired the whole party, there were
found none who put forth hand to seize him; so that, unimpeded, he passed within a yard of the prince's person;
and, while the vast assembly, as if with one impulse, shrank from the centers of the rooms to the walls, he made his
way uninterruptedly, but with the same solemn and measured step which had distinguished him from the first,
through the blue chamber to the purple—through the purple to the green—through the green to the orange—
through this again to the white—and even thence to the violet, ere a decided movement had been made to arrest
him. It was then, however, that the Prince Prospero, maddening with rage and the shame of his own momentary
cowardice, rushed hurriedly through the six chambers, while none followed him on account of a deadly terror that
had seized upon all. He bore aloft a drawn dagger, and had approached, in rapid impetuosity, to within three or
four feet of the retreating figure, when the latter, having attained the extremity of the velvet apartment, turned
suddenly and confronted his pursuer. There was a sharp cry—and the dagger dropped gleaming upon the sable carpet, upon which, instantly afterwards, fell prostrate in death the Prince Prospero. Then, summoning the wild courage of despair, a throng of the revelers at once threw themselves into the black apartment, and, seizing the mummer, whose tall figure stood erect and motionless within the shadow of the ebony clock, gasped in unutterable horror at finding the grave cerements and corpse-like mask, which they handled with so violent a rudeness, untenanted by any tangible form.
And now was acknowledged the presence of the Red Death. He had come like a thief in the night. And one
by one dropped the revelers in the blood-bedewed halls of their revel, and died each in the despairing posture of
his fall. And the life of the ebony clock went out with that of the last of. And the flames of the tripods expired. And
Darkness and Decay and the Red Death held illimitable dominion over all.
Lesson 2 - Words and Phrases
I can use context to find the meanings of words and phrases (RL.9-10.4).
Section 2-1: Using Context Clues
Assignment 2-1a - Review Context and Strategies
Review Unit 1 Lesson 2 for strategies that help to determine word meaning.
Assignment 2-1b - Words from “The Masque of the Red Death”
Fill in the chart on the next page. Using context clues, morphemes (prefixes, roots, suffixes), and other strategies,
guess at the meaning before looking them up.
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WORD
MY GUESS at MEAN-
CLUES
devastated
sagacious
improvisatori
voluptuous
bizarre
tapestries
gaudy
countenances
reverie
embellishments
phantasm
writhed
emphatic
mummer
besprinkled
spectral
unimpeded
impetuosity
untenanted
tangible
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Section 3-1: Determine Theme
I can determine theme and/or central idea (RL.9-10.2).
Assignment 3-1a - Finding Theme
Watch the video “How to Find a Theme” at https://www.youtube.com/watch?v=p4qME64SkxM.
Assignment 3-1b - Reread
Re-read “The Masque of the Red Death” now that you have a better understanding of the vocabulary.
Assignment 3-1c - Identifying Theme
Create three statements that are possible themes for “The Masque of the Red Death.” Make sure these are
themes not subjects.
1. ______________________________________________________________________________________
1.______________________________________________________________________________________
2.______________________________________________________________________________________
Assignment 3-1d - Theme and Evidence
Choose one of the themes from 1-3c. Write an extended paragraph detailing why this is a theme for the story.
Include evidence directly from the text to prove your choice and reasoning.
Extended Paragraph Requirements –
•
150-200 word minimum
•
Identifies and discusses an appropriate and accurate theme chosen from answers in 3-1c
•
Uses evidence from the text to support the theme
•
Cites the evidence appropriately within the body of the paper
•
Is well organized—beginning, middle, end, logical order
•
Appropriate grammar, word, and punctuation
Lesson 4 - Character
I can analyze characters (RL.9-10.3).
Section 4-1: Analyze Character
Assignment 4-1a - Review
Review “Development of Complex characters” at http://www.youtube.com/watch?v=17WvXx-tKEg.
Assignment 4-1b - Characters in the Movies
Choose a specific movie and your favorite main character from that movie. Answer the questions about
that character.
1. Describe the characters personality.
2. What elements make the character feel real to the reader?
3. What conflict does he/she (or it—characters don’t have to be human) face?
4. What motivation does the character have to resolve the conflict?
5. How does the character change from the beginning to the end of the story?
6. What supporting characters have an effect on this character?
7. What does the character learn about himself, others, or the world?
8.. How does this characters change contribute to the meaning of the story?
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Assignment 4-1c - Read
Read the original “Beauty and the Beast” by Marie Le Prince de Beaumont keeping the questions about character
from the previous assignment in mind. You will be asked to answer the same questions as in 1-4b.
From Gutenberg.org open domain
BEAUTY AND THE BEAST.
There was once a very rich merchant, who had six children, three sons, and three daughters; being a man of
sense, he spared no cost for their education. His daughters were extremely handsome, especially the youngest;
when she was little, every body admired her, and called her The little Beauty; so that, as she grew up, she still went
by the name of Beauty, which made her sisters very jealous. The youngest was also better than her sisters. The two
eldest had a great deal of pride, because they were rich. They gave themselves ridiculous airs, and would not visit
other merchants' daughters, nor keep company with any but persons of quality. They went out every day upon parties of pleasure, balls, plays, concerts, etc. and laughed at their youngest sister, because she spent the greatest part
of her time in reading good books. As it was known that they were to have great fortunes, several eminent merchants made their addresses to them; but the two eldest said they would never marry, unless they could meet with
a Duke, or an Earl at least. Beauty very civilly thanked them that courted her, and told them she was too young yet
to marry, but chose to stay with her father a few years longer.
All at once the merchant lost his whole fortune, excepting a small country-house at a great distance from
town, and told his children, with tears in his eyes, they most go there and work for their living. The two eldest answered, that they would not leave the town, for they had several lovers, who they were sure would be glad to have
them, though they had no fortune; but in this they were mistaken, for their lovers slighted and forsook them in
their poverty. As they were not beloved on account of their pride, every body said, "they do not deserve to be
pitied, we are glad to see their pride humbled, let them go and give themselves quality airs in milking the cows and
minding their dairy. But, (added they,) we are extremely concerned for Beauty, she was such a charming, sweettempered creature, spoke so kindly to poor people, and was of such an affable, obliging disposition." Nay, several
gentlemen would have married her, though they knew she had not a penny; but she told them she could not think
of leaving her poor father in his misfortunes, but was determined to go along with him into the country to comfort
and attend him. Poor Beauty at first was sadly grieved at the loss of her fortune; "but, (she said to herself,) were I to
cry ever so much, that would not make things better, I must try to make myself happy without a fortune." When
they came to their country-house, the merchant and his three sons applied themselves to husbandry and tillage;
and Beauty rose at four in the morning, and made haste to have the house clean, and breakfast ready for the family. In the beginning she found it very difficult, for she had not been used to work as a servant; but in less than two
months she grew stronger and healthier than ever. After she had done her work, she read, played on the harpsichord, or else sung whilst she spun. On the contrary, her two sisters did not know how to spend their time; they got
up at ten, and did nothing but saunter about the whole day, lamenting the loss of their fine clothes and acquaintance. "Do but see our youngest sister, (said they one to the other,) what a poor, stupid mean-spirited creature she
is, to be contented with such an unhappy situation." The good merchant was of a quite different opinion; he knew
very well that Beauty out-shone her sisters, in her person as well as her mind, and admired her humility, industry,
and patience; for her sisters not only left her all the work of the house to do, but insulted her every moment.
The family had lived about a year in this retirement, when the merchant received a letter, with an account
that a vessel, on board of which he had effects, was safely arrived. This news had liked to have turned the heads of
the two eldest daughters, who immediately flattered themselves with the hopes of returning to town; for they
were quite weary of a country life; and when they saw their father ready to set out, they begged of him to buy
them new gowns, caps, rings, and all manner of trifles; but Beauty asked for nothing, for she thought to herself,
that all the money her father was going to receive would scarce be sufficient to purchase every thing her sisters
wanted. "What will you have, Beauty?" said her father. "Since you are so kind as to think of me, (answered she,) be
so kind as to bring me a rose, for as none grow hereabouts, they are a kind of rarity." Not that Beauty cared for a
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rose, but she asked for something, lest she should seem by her example to condemn her sisters' conduct, who
would have said she did it only to look particular. The good man went on his journey; but legal circumstances sent
him back as poor as before.
He was within thirty miles of his own house, thinking on the pleasure he should have in seeing his children
again, when going through a large forest he lost himself. It rained and snowed terribly, besides, the wind was so
high, that it threw him twice off his horse; and night coming on, he began to apprehend being either starved to
death with cold and hunger, or else devoured by the wolves, whom he heard howling all around him. Suddenly,
looking through a long walk of trees, he saw a light at some distance, and going on a little farther, perceived it
came from a palace illuminated from top to bottom. The merchant hasted to the palace, but was greatly surprised
at not meeting with anyone in the out-courts. His horse followed him, and seeing a large stable open, went in.
Finding both hay and oats, the poor beast, who was almost famished, fell to eating very heartily. The merchant
tied him up to the manger, and walked towards the house, where he saw no one. Entering into a large hall, he
found a good fire and a table plentifully set out with but one place setting laid. As he was wet quite through with
the rain and snow, he drew near the fire to dry himself. "I hope,” said he, “the master of the house, or his servants, will excuse the liberty I take; I suppose it will not be long before some of them appear."
He waited a considerable time, till it struck eleven, and still nobody came: at last he was so hungry that he
could stay no longer but took a chicken and ate it in two mouthfuls. After this, he drank a few glasses of wine, and
growing more courageous, he went out of the hall crossing through several grand apartments with magnificent
furniture. He came into a chamber which had an exceeding good bed in it, and as he was very much fatigued since
it was past midnight. He concluded it was best to shut the door and go to bed.
It was ten the next morning before the merchant waked, and as he was going to rise, he was astonished to
see a good suit of clothes in the room instead of his own which were quite spoiled. "Certainly,” said he, “this palace belongs to some kind fairy who has seen and pitied my distress." He looked through a window, but instead of
snow saw the most delightful arbors interwoven with the most beautiful flowers that ever were beheld. He then
returned to the great hall, where he had supped the night before, and found some warm chocolate ready made on
a little table. "Thank you, good Madam Fairy,” said he aloud, “for being so careful as to provide me a breakfast; I
am extremely obliged to you for all your favors."
The good man drank his chocolate, and then went to look for his horse, but passing through an arbor of
roses, he remembered Beauty's request to him and gathered a branch on which were several; immediately he
heard a great noise and saw such a frightful beast coming towards him. "You are very ungrateful,” said the beast
to him in a terrible voice. “I have saved your life by receiving you into my castle, and, in return, you steal my roses
which I value beyond any thing in the universe. You shall die for it; I give you but a quarter of an hour to prepare
yourself." The merchant fell on his knees and lifted up both his hands. "My Lord,” said he, “I beseech you to forgive me. Indeed I had no intention to offend in gathering a rose for one of my daughters who desired me to bring
her one."
“I am not to be moved by any of your flattering speeches, but you say you have got daughters. I will forgive you on condition that one of them come willingly and suffer for you. Let me have no words but go about your
business, and swear that if your daughters refuse to die in your stead, you will return within three months." The
merchant had no mind to sacrifice his daughters to the ugly monster, but he thought that in obtaining this respite
he would have the satisfaction of seeing them once more; so he promised upon oath, he would return. The Beast
told him he might set out when he pleased. "But,” added he, “you shall not depart empty handed. Go back to
the room where you lay, and you will see a great empty chest. Fill it with whatever you like best, and I will send it
to your home." At the same, time Beast withdrew.
"Well,” said the good man to himself, “if I must die, I shall have the comfort, at least, of leaving something to my poor children." He returned to the bed-chamber and finding a great quantity of broad pieces of gold,
he filled the great chest the Beast had mentioned, locked it, and afterwards took his horse out of the stable, leav-
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ing the palace with as much grief as he had entered it with joy. The horse, of his own accord, took one of the roads
of the forest and in a few hours, the good man was at home. His children came around him, but, instead of receiving their embraces with pleasure, he looked on them, and, holding up the branch he had in his hands, he burst into
tears. "Here, Beauty,” said he, “ take these roses. Little do you think how much they will cost your unhappy father."
He then related his fatal adventure. Immediately, the two eldest set up lamentable outcries, and said all
manner of ill-natured things to Beauty, who did not cry at all. "Do but see the pride of that little wretch,” said they.
“She would not ask for fine clothes, as we did. She wanted to distinguish herself, so now she will be the death of
our poor father, and yet she does not so much as shed a tear."
"Why should I? answered Beauty. “It would be very needless, for my father shall not suffer upon my account. Since the monster will accept of one of his daughters, I will deliver myself up to all his fury. I am very happy
in thinking that my death will save my father's life, and be a proof of my tender love for him."
"No, sister,” said her three brothers. “That shall not be. We will go find the monster and either kill him or
perish in the attempt."
"Do not imagine any such thing, my sons,” said the merchant. Beast's power is so great that I have no
hopes of your overcoming him. I am charmed with Beauty's kind and generous offer, but I cannot yield to it. I am
old and have not long to live so can only lose a few years."
"Indeed, father,” said Beauty, “you shall not go to the palace without me. You cannot hinder me from following you." Beauty insisted on setting out for the fine palace, and her sisters were delighted at it because her virtue and amiable qualities made them envious and jealous.
The merchant was so afflicted at the thoughts of losing his daughter, that he had quite forgot the chest full
of gold. At night, when he retired to rest, no sooner had he shut his chamber-door, than, to his great astonishment,
he found it by his bedside. He was determined, however, not to tell his children that he was grown rich because
they would have wanted to return to town. He was resolved not to leave the country. He trusted Beauty with the
secret, and she informed him that two gentlemen came in his absence and courted her sisters. She begged her father to consent to their marriage and give them fortunes. She was so good that she loved them and forgave them
heartily all their ill-usage. These wicked creatures rubbed their eyes with an onion, to force some tears when they
parted with their sister; but her brothers were really concerned. Beauty was the only one who did not shed tears at
parting, because she would not increase their uneasiness.
The horse took the direct road to the palace, and towards evening they perceived it illuminated as at first.
The horse went of himself into the stable, and the good man and his daughter came into the great hall where they
found a table splendidly served up and two places set. The merchant had no heart to eat, but Beauty endeavored
to appear cheerful, sat down to table, and helped him. Afterwards, thought she to herself, "Beast surely has a mind
to fatten me before he eats me since he provides such a plentiful meal." When they had supped, they heard a great
noise, and the merchant, all in tears, bid his poor child farewell for he thought Beast was coming.
Beauty was sadly terrified at his horrid form, but she took courage as well as she could, and the monster
having asked her if she came willingly replied in a trembling voice, "Y—e—s."
"You are very good, and I am greatly obliged to you. Honest man, go your way tomorrow morning, but
never think of returning here again. Farewell, Beauty."
"Farewell, Beast," answered she, and immediately the monster withdrew.
"Oh, daughter,” said the merchant embracing Beauty, “I am almost frightened to death; believe me, you
had better go back, and let me stay here."
"No, father,” said Beauty, in a resolute tone, “you shall set out tomorrow morning and leave me to the
care and protection of Providence."
They went to bed and thought they should not close their eyes all night, but scarce were they laid down
than they fell fast asleep. Beauty dreamed that a fine lady came and said to her, "I am content, Beauty, with your
good will. This good action of yours, in giving up your own life to save your father's shall not go unrewarded."
Beauty woke and told her father her dream. It helped to comfort him a little, yet he could not help crying bitterly
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when he took leave of his dear child.
As soon as he was gone, Beauty sat down in the great hall, and cried likewise, but as she was resolved not to
be uneasy the little time she had to live; she firmly believed Beast would eat her up that night. However, she
thought she might as well walk about till then and view this fine castle which she could not help admiring. It was a
delightful pleasant place, and she was extremely surprised at seeing a door, over which was written "BEAUTY'S
APARTMENT." She opened it hastily and was quite dazzled with the magnificence that reigned throughout, but what
chiefly took up her attention was a large library, a harpsichord, and several music books. "Well,” said she to herself,
“I see they will not let my time hang heavy on my hands for want of amusement." Then she reflected, "Were I but to
stay here a day, there would not have been all these preparations." This consideration inspired her with fresh courage, and opening the library, she took a book, and read these words in letters of gold:—
"Welcome, Beauty, banish fear,
You are queen and mistress here;
Speak your wishes, speak your will,
Swift obedience meets them still."
"Alas,” said she with a sigh, “there is nothing I desire so much as to see my poor father and to know what he
is doing." She had no sooner said this, than she saw great looking-glass. To her great amazement she saw her own
home where her father arrived with a very dejected countenance. Her sisters went to meet him, and, notwithstanding their endeavors to appear sorrowful, their joy felt for having got rid of their sister was visible in every feature. A
moment later every thing disappeared, and so did Beauty's apprehensions at this proof of Beast's complaisance.
At noon she found dinner ready, and was entertained with an excellent concert of music though without
seeing any musicians. At night, as she was going to sit down to supper, she heard the noise Beast made and could
not help being sadly terrified. "Beauty,” said the monster, “will you give me leave to see you sup?"
"That is as you please," answered Beauty, trembling.
"No,” replied the Beast, “you alone are mistress here. You need only bid me be gone if my presence is troublesome, and I will immediately withdraw. Tell me, do not you think me very ugly?"
"That is true,” said Beauty, “for I cannot tell a lie, but I believe you are very good-natured."
"So I am,” said the monster, “but then, besides my ugliness, I have no sense. I know very well that I am a
poor, silly, stupid creature."
“’Tis no sign of folly to think so,” replied Beauty, “for never did a fool know this or had so humble a conceit
of his own understanding."
"Eat then, Beauty,” said the monster, “and endeavor to amuse yourself in your palace for every thing here is
yours, and I should be very uneasy if you were not happy."
"You are very obliging,” answered Beauty, “I own I am pleased with your kindness, and when I consider
that, your deformity is scarcely noticeable."
"Yes, yes,” said the Beast, “my heart is good, but still I am a monster."
"Among mankind,” says Beauty, “there are many that deserve that name more than you. I prefer you, just
as your are, to those who under a human form hide a treacherous, corrupt, and ungrateful heart."
"If I had sense enough,” replied the Beast, “I would make a fine compliment to thank you. I can only say
that I am greatly obliged to you."
Beauty ate a hearty supper, and had almost conquered her dread of the monster, but she had liked to have
fainted away when he said to her, "Beauty, will you be my wife?"
She was some time before she dared answer because she was afraid of making him angry if she refused. At
last, however, she said, trembling, "No, Beast."
Immediately the poor monster began to sigh, and hissed so frightfully, that the whole palace echoed. But
Beauty soon recovered her fright, for Beast having said, in a mournful voice, "Then farewell, Beauty," left the room
and only turned back to look at her as he went out.
When Beauty was alone, she felt a great deal of compassion for poor Beast. "Alas,” said she, “'tis a thousand
pities any thing so good-natured should be so ugly."
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Beauty spent three months very contentedly in the palace. Every evening Beast paid her a visit and talked
to her during supper, very rationally, with plain good common sense, but never with what the world calls wit.
Beauty daily discovered some valuable qualifications in the monster. Seeing him often had so accustomed her to
his deformity that, far from dreading the time of his visit, she would often look at the clock to see when it would be
nine for the Beast never missed coming at that hour. There was but one thing that gave Beauty any concern. Every
night, before she went to bed, the monster always asked her if she would be his wife. One day she said to him,
"Beast, you make me very uneasy. I wish I could consent to marry you, but I am too sincere to make you believe
that will ever happen. I shall always esteem you as a friend. Endeavor to be satisfied with this."
"I must,” said the Beast, “for, alas I know too well my own misfortune. Yet, I love you with the tenderest
affection. I ought to think myself happy that you will stay here. Promise me never to leave me."
Beauty blushed at these words. She had seen in her glass that her father had pined himself sick for the loss
of her, and she longed to see him again. "I could,” answered she, “indeed promise never to leave you entirely. But I
have so great a desire to see my father that I shall fret to death if you refuse me that satisfaction."
"I had rather die myself,” said the monster, “than give you the least uneasiness. I will send you to your father. You shall remain with him, and poor Beast will die with grief."
"No,” said Beauty, weeping, “ love you too well to be the cause of your death. I give you my promise to
return in a week. You have shown me that my sisters are married and my brothers gone to the army. Only let me
stay a week with my father as he is alone."
"You shall be there tomorrow morning,” said the Beast, “but remember your promise. You need only lay
your ring on the table before you go to bed when you have a mind to come back. Farewell, Beauty." Beast sighed as
usual, bidding her good night, and Beauty went to bed very sad at seeing him so afflicted.
When she woke the next morning, she found herself at her fathers. Her father thought he should have died
with joy to see his dear daughter again. He held her fast locked in his arms above a quarter of an hour. They discovered that a large trunk full of gowns covered with gold trim and diamonds so she was not without clothes. Beauty
thanked Beast for his kind care, and taking one of the plainest of the dresses, she intended to make a present of the
others to her sisters. She scarce had said so, when the trunk disappeared. Her father told her that Beast insisted on
her keeping them herself and both gowns and trunk came back again.
Beauty dressed herself and in the meantime, they sent messages to her sisters, who hastened thither with
their husbands. They were both of them very unhappy. The eldest had married a gentleman who extremely handsome indeed but so fond of his own person that he was full of nothing but his own dear self and neglected his wife.
The second had married a man of wit, but he only made use of it to plague and torment every body - his wife most
of all. Beauty's sisters sickened with envy when they saw her dressed like a Princess and more beautiful than ever.
Nor could affectionate behavior for them stifle their jealousy, which was ready to burst when she told them how
happy she was. They went down into the garden to vent it in tears and said one to the other, "In what is this little
creature better than us that she should be so much happier?"
"Sister,” said the eldest, “a thought just strikes my mind. Let us endeavor to detain her above a week and
perhaps the silly monster will be so enraged at her for breaking her word that he will devour her."
"Right, sister,” answered the other, “therefore we must show her as much kindness as possible." After they
had taken this resolution, they went up and behaved so affectionately to their sister that poor Beauty wept for joy.
When the week was over they cried and tore their hair and seemed so sorry to part with her that she promised to
stay a week longer.
In the mean time, Beauty could not help reflecting on herself for the uneasiness she was likely to cause
poor Beast, whom she sincerely loved, and really longed to see again. The tenth night she spent at her father's, she
dreamed she was in the palace garden. She saw Beast extended on the grass-plot, and, in a dying voice, reproached her with her ingratitude. Beauty started out of her sleep bursting into tears, "Am not I very wicked,” said
she, “to act so unkindly to Beast that has worked so much to please me in every thing? Is it his fault that he is so
ugly and has so little sense? He is kind and good, and that is sufficient. Why did I refuse to marry him? I should be
happier with the monster than my sisters are with their husbands. It is neither wit nor a fine person in a husband
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that makes a woman happy but virtue, sweetness of temper, and complaisance. Beast has all these valuable qualifications. It is true, I do not feel the tenderness of affection for him, but I find I have the highest gratitude, esteem, and friendship, and I will not make him miserable. Were I to be so ungrateful, I should never forgive myself." Beauty having said this, rose, put her ring on the table, and then laid down again. Scarce was she in bed before she fell asleep, and when she waked the next morning she was overjoyed to find herself in the Beast's palace.
She put on one of her richest suits to please him and waited for evening with the utmost impatience. At last the
wished-for hour came, the clock struck nine, yet no Beast appeared. Beauty then feared she had been the cause
of his death. She ran crying and wringing her hands all about the palace. After having sought for him every
where, she recollected her dream and flew to the canal in the garden where she dreamed she saw him. There she
found poor Beast stretched out, quite senseless, and, as she imagined, dead. She threw herself upon him without
any dread, and finding his heart beat still, she fetched some water from the canal, and poured it on his head.
Beast opened his eyes and said to Beauty, "You forgot your promise, and I was so afflicted for having lost you that
I resolved to starve myself. Since I have the happiness of seeing you once more, I die satisfied."
"No, dear Beast,” said Beauty, “ you must not die. Live to be my husband. from this moment I give you
my hand and swear to be none but yours. Alas! I thought I had only a friendship for you, but, the grief I now feel
convinces me, that I cannot live without you." Beauty scarcely had pronounced these words, when she saw the
palace sparkle with light. Fireworks, instruments of music, every thing, seemed to give notice of some great
event, but nothing could take her attention. She turned to her dear Beast, for whom she trembled with fear.
How great was her surprise! Beast had disappeared, and she saw at her feet, one of the loveliest princes that eye
ever beheld. He thanked her for having put an end to the charm under which he had so long resembled a Beast.
Though this prince was worthy of all her attention, she could not forbear asking where Beast was. "You see him at
your feet,” said the prince. A wicked fairy had condemned me to remain under that shape till a beautiful woman
should consent to marry me. The fairy likewise enjoined me to conceal my intelligence. There was only you in the
world generous enough to be won by the goodness of my temper. In offering you my crown, I can't begin to
demonstrate the obligations I have to you." Beauty, agreeably surprised, gave the charming prince her hand to
rise. They went together into the castle, and Beauty was overjoyed to find her father and whole family in the
great hall. There, also, was the beautiful lady who had appeared to her in her dream when she first arrived.
"Beauty,” said this lady, “come and receive the reward of your judicious choice. You have preferred virtue
before either wit or beauty and deserve to find a person in whom all these qualifications are united. You are going to be a great Queen. I hope the throne will not lessen your virtue, or make you forget yourself. As to you, ladies,” said the Fairy to Beauty's two sisters, “I know your hearts and all the malice they contain: become two statues; but, under this transformation, still retain your reason. You shall stand before your sister's palace gate, and
be it your punishment to behold her happiness. It will not be in your power to return to your former state till you
own understand and regret your faults. I am very much afraid that you will always remain statues. Pride, anger,
gluttony, and idleness, are sometimes conquered, but the conversion of a malicious and envious mind is a miracle." Immediately the fairy gave a stroke with her wand. In a moment, all that were left in the hall were transported into the prince's palace.
His subjects received him with joy; he married Beauty and lived with her many years. Their happiness, as
it was founded on virtue, was complete .
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Assignment 1-4d - Character Analysis
Use the questions from 1-4b (and repeated below) as a guide to writing a character analysis. Choose either Beauty
or the Beast as your character.
Requirements:
400-600 words
Includes evidence from the text to prove points
Properly cites evidence
Shows an understanding of the text and character development
Edited for grammar, spelling, and punctuation
Questions for consideration in developing your paper.
1. Describe the characters personality.
2. What elements make the character feel real to the reader?
3. What conflict does he/she (or it—characters don’t have to be human) face?
4. What motivation does the character have to resolve the conflict?
5. How does the character change from the beginning to the end of the story?
6. What supporting characters have an effect on this character?
7. What does the character learn about himself, others, or the world?
8.. How does this character’s change contribute to the meaning of the story?
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Unit 3—READING INFORMATIONAL TEXT
(Make sure you show evidence to the teacher that all assignments have been completed and have the teacher
check it off even when there is not a paper to be turned in. Most of the time, you will be using your own paper. When a specific organizer or worksheet is required, ask the Credit Recovery teacher to get you a copy. Be
sure to keep all of your work to be handed in, scored , and recorded. The Assignment record is found at the
end of this module /packet.)
Lesson 1 - Central ideas and Citing Evidence
I can use text evidence (RI.9-10.1).
I can determine theme and/or central idea (RI.9-10.2).
Section 1-1: Review
Assignment 1-1a - Review
Review any information you need from unit 2 Section 1-1 on explicit and inferred evidence.
Learn this simple trick to find the central idea of a text.
1) Ask yourself: "What is the text about?" The answer you get is the topic of the text.
2) Now, ask yourself: "What is the most important thing the author is trying to say about the topic?" This question cannot be answered in one word. This is the central idea of the text.
Section 1-2 : Central Ideas and Textual Evidence
Assignment 1-2a - What is Central Idea?
Determining a Central Idea
The central idea can also be called the main idea. It is the chief, key, most important, most vital, most basic
reason for reading the text.
A good way to determine central idea is to answer the questions below as your read.
1.Take a look at the text features (headings, sub-headings, italic and bold-type words, pictures, diagrams, labels, captions, etc.). What hints do they give about the central idea?
2. Determine the purpose of the text (entertain, persuade, inform, show cause/effect, compare/contrast, express an opinion, etc.)
3. Take a look at the organization (structure) of the text. Is it written in chronological order (time), order of
importance, or by description?
4. What are the three most important points being made in the text? Often the main ideas are given in the
first or the last sentence of the text.
5. What is the CENTRAL idea of the text? (Write your three main points into one complete, succinct sentence)
Assignment 1-2b - Practice
Find three articles of you own choosing. Go to Pioneer Library through the school site if available. If not at
school, go to www.pioneerlibrary.uen.org (username = pioneer, password = discovery). Record information
about any information you find to guide your teacher to the original article. This assignment cannot be graded
without access to the original article. Answer all of the questions in 1-2a for each of the articles. Have your central ideas checked by your teacher for understanding and accuracy before going on to the next assignment.
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Assignment 1-2c - Read
Read the excerpt adapted from the Jane Goodall Institution http://www.janegoodall.org/janes-story
Answer the questions in 1-2a while reading.
Early Days
Jane Goodall arrived in Africa, full of dreams. Even as a child, she’d dreamed of living among wild animals and writing about
them. Tarzan and Dr. Dolittle were her favorite books, and she knew she’d be a much better jungle companion for Tarzan than
that other Jane. African wildlife adventures were an unlikely calling for a little girl in the 1930s and 1940s. But from the beginning, Jane’s mother, Vanne, was encouraging. “You can do whatever you set your mind to,” she said.
When Jane was 22 and working as an assistant in a London film studio, an opportunity arose. Her friend Clo sent a letter, inviting
Jane to her family’s new farm in Kenya. Jane wasted no time moving back home, to Bournemouth, so she could earn money as a
waitress and save up for the round-trip passage to Africa. Every night after work, she put her earnings under the carpet in the
drawing room.
In 1957, she set sail. The Kenya Castle docked in Mombasa on April 2. Within weeks, Jane met Louis S. B. Leakey, famed archaeologist and paleontologist. He was taken with Jane’s energy, general knowledge and avid interest in animals. He hired her as an
assistant and eventually asked Jane to undertake a study of a group of wild chimpanzees living on a lakeshore in Tanzania. He
reasoned that knowledge about wild chimpanzees, who were little-understood at the time, could shed light on our evolutionary
past.
In July 1960, Jane stepped onto the beach at Gombe. Her mother had traveled with her, to satisfy British authorities who didn’t
want a young woman living alone in the jungle (Tanzania was “Tanganyika” at that time -- a British protectorate).
The first weeks at Gombe were frustrating for Jane. The chimpanzees were very shy and fled whenever they saw her. Jane was
discouraged, but one day found a good vantage point, high on the highest peak, to observe the chimps’ comings and goings with
her binoculars.
Chimps were thought to be vegetarians, but one day from her peak, Jane saw a chimpanzee, David Greybeard, feeding on a baby
bush pig, sharing the flesh with a female. She would see chimpanzees hunting monkeys and other small mammals many times at
Gombe.
Within two weeks of that first meat-eating, Jane saw something that excited her even more. She was hiking up to the peak when
she saw a chimp through the undergrowth. It was David again, this time at a termite mound. He was using a long flexible probe
to fish termites out of their nests. Jane made a rough hide of some palm fronds so she could observe the action the next time
chimps came to the termite nests. Sure enough, David came back, this time with a big chimp named Goliath. Jane watched,
breathless, as they stripped leaves off the stems to fashion the fishing tools. Into the holes went the probes. Out they came with
termites clinging to them–tasty snacks for the two chimps. David and Goliath were making and using tools.
Up until that point, anthropologists saw tool-making as a defining trait of mankind. When Jane wrote Louis Leakey of her discovery, he replied: “Now we must redefine ‘tool,’ redefine ‘man’ or accept chimpanzees as humans.”
The distinction between man and ape was blurring. Leakey was ecstatic. He obtained further funding for Jane’s study and arranged for Jane, who had no degree, to enroll in Cambridge University as a doctoral student.
Personalities, minds and emotions
Jane worked hard to deepen her knowledge and write up her observations. Her view of the chimps – as individuals with distinct
personalities, minds and emotions – did not always mesh with the views of her ethologist colleagues who understood animal
behavior in a more impersonal way. But even as Jane’s professors mentored her in formal scientific methodology and helped her
to lay a firm foundation for the long-term data collection at Gombe, she insisted on the validity of her observations. She also insisted on giving the chimpanzees names instead of numbers in her writings. This was unheard of at that time.
Jane traveled back and forth to Gombe and began to form a clearer image of chimp society. She saw that, unlike many primates,
chimps don’t travel as a troop. They forage alone or in small parties -- a mother with her children, or 2 or 3 friendly males. Often
these groups come together where food is plentiful.
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Males assert themselves with impressive “charging displays”. He who can intimidate all others and win their submissive “pantgrunts” is known as the alpha male.
Through the years Jane would see a succession of alphas – power transfers accompanied by much drama. When Jane began
her study, Goliath was alpha male. He was bold, with a fast charging display, and he had an important adult male ally, David
Greybeard. But a small, low-ranking chimpanzee named Mike proved to be smarter. Mike’s displays weren’t particularly impressive until the day he incorporated an empty 5-gallon kerosene can into his act. There were always plenty of these empty
cans around camp. The loud clanging terrified the other chimps. By the time Mike could kick three cans in front of him as he
blasted through a group, he’d become alpha male. Even though the Gombe staff took his cans away, Mike was alpha for six
years.
Jane’s observations were published in National Geographic, with captivating photos by filmmaker/photographer Hugo van
Lawick, who became Jane’s first husband. As the level of support for the Gombe study increased, Jane and Hugo were able to
build a permanent camp with chimp-proof buildings and to hire more researchers. The Gombe Stream Research Center was
born.
“Just as awful”
As the Gombe study continued into the 1970s, events revealed the darker side of chimp nature. Jane says, “When I first started
at Gombe,” Jane said, “I thought the chimps were nicer than we are. But time has revealed that they are not. They can be just
as awful. ”Mike’s six-year reign as alpha male ended when the younger, larger and very aggressive Humphrey charged him and
pounded on him. At about the same time, seven of the 16 community males withdrew from the central Kasakela area or the
park to the southern part of their range, Kahama.
Conflict between the Kasakela chimps and the splinter group erupted and escalated over time. Figan had defeated Humphrey
and won the submission of all the Kasakela males. Now he took them to “war” against Kahama. Their strategy was simple: hunt
the enemy down, one at a time, attack them brutally, and leave them to die of their wounds. Within four years, they eliminated all seven Kahama males and at least one of the females.
While such brutality is disturbing, Jane is quick to point out that chimpanzees are also capable of altruism. For example, two
infants, Mel and Darbee, each about 3 1/2 years old, were orphaned by a pneumonia epidemic. Both orphans were at first
adopted by unrelated adolescent males, Spindle and Beethoven, who had themselves lost their mothers. Spindle would even
share his night nest and allow Mel to ride clinging to his belly if it was rainy and cold.
Expanding mission
Through the decades, the Gombe Stream Research Center grew. Jane and fellow researchers continued to look at chimpanzee
feeding behavior, ecology, infant development, aggression, as well as other primate species. They also were able to document
details of chimpanzee “consortships” -- periods in which males take females away from other community males for unchallenged mating time. Jane suggests that chimpanzees thus show a latent capacity to develop more permanent bonds similar to
monogamy or serial monogamy.
Jane continued to spend time at Gombe, even as she began to travel widely promoting conservation. But her main priority was
to analyze and write up 25 years’ worth of Gombe research. Her book The Chimpanzees of Gombe: Patterns of Behavior was
published in 1986. Its publication was celebrated by a conference in Chicago, “Understanding Chimpanzees”, which brought
together many chimp biologists. They were fascinated by one another’s findings, but alarmed to realize how widespread and
urgent were the threats facing wild chimps.
The message was clear: We understand chimps much better now. They are more like us than we ever imagined. But now we
must help save them. Jane had gone into the conference as a scientist. She left as an activist, determined to save the amazing
creatures who she knew so well.
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Assignment 1-2d - Central Idea paper.
Write a central idea paper. Use the notes/question responses from Assignment 1-2a and 1-2c.
Write a paper 300-500 words:
State the main idea of the excerpt from the Jane Goodall Institution.
Use explicit and inferred evidence from the text.
Cite the text and evidence properly.
Explain your reasoning - why does the evidence support your choice of central idea?
Organize the paper with in an appropriate form with a beginning, middle, and end.
Lesson 2 – Analyzing Author’s Purpose
I can analyze how an author presents information for purpose (RI.9-10.3).
Section 2-1: Determining Purpose
Assignment 2-1a - Watch
Watch the two short videos introducing the topic and titled “Author’s Purpose.”
part 1 https://www.youtube.com/watch?v=ECE0I0AeXXE
part 2 https://www.youtube.com/watch?v=abqky7CYcgE
Assignment 2-1b - Read
Read the information about author’s purpose from Education Portal and study the examples.
Author's Purpose
Many different types of writing exist in the world, ranging from classic Shakespearean plays to politicians' speeches to the screenplay treatments that inspired this summer's biggest blockbuster hits.
These works may vary in tone, genre and type, but as pieces of writing, they should have one thing in
common: a purpose.
Authors write for many different reasons. Those reasons are called the author's purpose. Depending
on the purpose, authors may choose all different sorts of writing formats, genres, and vernacular. A
simple trick to summarize the three main categories of author's purpose is to use the acronym PIE,
which stands for persuade, inform, and entertain.
Types of Author's Purpose
Although there are many reasons to write, to persuade, to inform and to entertain represent the
three main forms of author's purpose. Most other reasons can be grouped into those three broader
categories.
PERSUADE—The author’s goal is to convince the reader to agree with his or her point of view. Any piece that expresses an opinion or asks for a call for action is persuasive writing. Usually, the author will provide facts and examples to support the opinion and convince the reader/audience to agree. Example: What is the author persuading
you to do in the poster from the WWII era?
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INFORM—The Author’s goal is to enlighten the reader about the real world and provide facts. Facts are not used to
persuade but presented in order to teach. The audience/reader/you need to be aware of some authors who
attempt to disguise an persuasive text as an informational text. Look closely for terms and word choice to determine
if it is truly an informational text. Example: An excerpt from the an article in the World Book Encyclopedia:
Aaron, Hank (1934-...), was one of the best hitters in the history of baseball. For more than 30 years, Aaron held
the major league career record for regular-season home runs, with 755. He hit his 715th home
run, which broke Babe Ruth's record of 714 homers, on April 8, 1974. Aaron’s record stood
until Aug. 7, 2007, when it was broken by Barry Bonds.
ENTERTAIN— Authors who write to entertain have the goal of telling a story, describing real
or imaginary characters, places and events. Example: Think of any story, picture book,
movie, play, etc.
Assignment 2-1c - Practice
Practice your understanding of author’s purpose at Quizlet—Author Purpose and Author Perspective at http://
quizlet.com/35490833/la-516a-author-purpose-and-author-perspective-flash-cards/.
1.
2.
3.
4.
5.
Click on “Flash Cards” in the upper left. Study the rules and descriptions until you are comfortable with them.
Click the box marked “Learn.” Practice until you get them all correct.
Optional. Practice with the speller.
Click “Scatter” to practice. Try it three times. Record your best time.
Click “Space Race” and “Play.”
Assignment 2-1d - Identifying Purpose
Any kind of text can have more than one author’s purpose. Just like any claim you make, you must be able to cite
evidence from the text to prove your ideas.
Reread the article about Jane Goodall (Assignment 1-2c). Answer the questions.
1.
2.
3.
4.
5.
6.
What is one author’s purpose for this piece?
What specific evidence in the text is there to prove your answer? Evidence may be explicit or inferred.
Is the author effective in presenting this purpose? Why or why not?
What is another author’s purpose in this piece?
What specific evidence in the text is there to prove your answer? Evidence may be explicit or inferred.
Is the author effective in conveying this purpose? Why or why not?
Assignment 2-1e - Write
Using the answers from 2-1d as a starting point, write a 2-3 paragraph analysis of the Jane Goodall article. Analyze
how the information is presented to effectively accomplish the author’s purpose or purposes.
Requirements:
 Write a paper 300-500 words:
 State the author’s purpose/purposes of the excerpt from the Jane Goodall Institution.
 Use explicit and inferred evidence from the text.
 Cite the text and evidence properly.
 Explain your reasoning - why does the evidence support your choice of central idea?
Organize the paper with in an appropriate form with a beginning, middle, and end.
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Aligned to Utah ELA Standards
Lesson 3 – Word Meaning
I can use context to find the meanings of words and phrases (RI.9-10.4).
Section 3-1: Context Clues
Assignment 3-1a - Review
Review the information and practice in context clues from Unit 1 Lesson 2.
Assignment 3-1b - Practice
When you read, you will come across words that you are unsure of. These may be new words, technical terms, or
words with multiple meanings. A good way to find the meanings of these words is to look for context clues. Context
clues are words or phrases in what you are reading that define the unknown word or restate it . There are several
ways a clue might be present:
 A definition anywhere in the same or surrounding sentences
 A synonym—a word that is similar
 An antonym—the opposite pf the word
 Commas or dashes that indicate a definition or restatement is coming
 Words or phrases like are, is, or, that is, also known as, which is to say, sometimes called, and meaning that signal
a definition
Define the underlined word.
1.The very though of texting while driving is ludicrous—that is, absurd—to most people.
2.Eduard was engrossed—totally absorbed—in the movie.
3.The driver made futile attempts to avoid the accident, which is to say that she was unsuccessful in avoiding the collision.
4.The house was engulfed in flames. Fire quickly swallowed the building.
5.The driver was carefully extricated from the wreck. He was no longer stuck under panel.
Unit 4—WRITING
(Make sure you show evidence to the teacher that all assignments have been completed and have the teacher check it off even
when there is not a paper to be turned in. Most of the time, you will be using your own paper. When a specific organizer or
worksheet is required, ask the Credit Recovery teacher to get you a copy. Be sure to keep all of your work to be handed in,
scored , and recorded. The Assignment record is found at the end of this module /packet.)
Lesson 1 – Organization, Style, Audience
I can write using correct organization and style for my task and audience (W.9-10.4).
Definitions:
ORGANIZATION - Planning and arranging the parts of a written work in a logical and specific order
STYLE - Manner of expression in writing such as formal, informal, flowery
AUDIENCE - Those who read or watch the story, speech, play, essay, etc.
*PURPOSE - The reason for writing
*TASK - The assignment or what is to be written
Section1-1: Organization
There are many ways to organize your writing. For this discussion, we are going to limit to  Compare and Contrast
 Chronological Order
 Cause and effect
 Problem—solution
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Assignment 1-1a - Patterns
Go to E Reading Worksheets at http://www.ereadingworksheets.com/text-structure/patterns-of-organization/. Read
the introduction “Patterns of Organization, “ then Click on and read about each pattern of organization from the list
on the previous page. Take notes on all of the reading with the purpose of understanding and defining each of the
patterns of organization. DO NOT take the quiz at the bottom as it includes patterns we are not using.
Assignment 1-1b - Recognizing Patterns of Organization
Read the following short selections and identify the pattern of organization.
1.- Carl Terrell Mitchell, better known by his stage name Twista, was born in 1972. Nineteen
years later Mitchell’s first album, Runnin’ Off at da Mouth, debuted. In 1997, after appearing
on Do or die’s hit “Po Pimp,” Twista was signed to Atlantic Records. Under that label he released Adrenaline Rush and formed the group Speedknow Mobstaz in 1998. His 2004 album
Kamikaze went to number one on the U.S. Billboard 200 album chart.
2. Hurricanes and tornados are both amazing yet deadly natural phenomena. Both generate
deadly conditions, but in different ways. Tornados are likely to damage people and property
with their high winds, which go up to 300 miles per hour, but hurricanes are generally more
feared for their flooding. Also, hurricanes can produce tornados, which makes them quite dangerous indeed.
3. Hurricanes and destruction they have caused take many lives each year. Sadly,
people don’t have to die from these disasters. One thing that can be done to prevent more lives from being lost is to have an evacuation procedure. Cities and towns
in the paths of hurricanes need to be evacuated. Some people who live in these
cities and towns don’t have transportation, so buses must be provided and safe drop
off zones need to be arranged. Having better evacuation procedures would save
lives.
4. No one knows exactly what causes tornados, but some scientists believe that when warm air meets cold air, a tornado may form. The reason for this is that the warm air is lighter than the cold air, so it rises up fast and meets different winds moving different directions. Under the right conditions this can cause a tornado. Though there is still much
mystery surrounding tornados, many people believe that when warm moist air meets cool dry air, tornados can result.
5. My father never got along with old Mr. Marsh, and their fathers didn’t get along either. Some say that high fences
make good neighbors. Well, if that’s true than our fences must be much too short. It all started back in 1874, when
my grandma was just a young girl doing her laundry in the lake. Old Mr. Marsh just happened to be dumping some
animal waste in that same lake. My grandma didn’t like that too much, being as the waste might get on her church
clothes and all, so she started shouting across the lake. He shouted back. Maybe old Mr. Marsh did say “bench,” as
he later claimed, but my grandma didn’t hear that word. Later that year, a couple of Mr. Marsh’s pigs disappeared.
Then our grain silo burned down. Then somebody went and salted Mr. Marsh’s prime farmland. Yep, it seems that as
long as I can remember, we have either been at odds or getting even with the Marsh family.
6. There are many reasons why people dance. Some people dance for fun, just because they enjoy dancing. At other
times, people dance for exercise or for weight loss, because dancing can really get your heart beating. Also, sometimes people dance to try to get boyfriends or girlfriends. Some people think that good dancing is attractive. There
are many reasons why people dance.
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Section1-2: Style
Assignment 1-2a - Read
Read the information about style from Learn NC.
Style
By Kathleen Cali
A writer’s style is what sets his or her writing apart and makes it unique. Style is the way writing is dressed up (or
down) to fit the specific context, purpose, or audience. Word choice, sentence fluency, and the writer’s voice — all
contribute to the style of a piece of writing. How a writer chooses words and structures sentences to achieve a certain effect is also an element of style. When Thomas Paine wrote “These are the times that try men’s souls,” he arranged his words to convey a sense of urgency and desperation. Had he written “These are bad times,” it’s likely he
wouldn’t have made such an impact!
Style is usually considered to be the province of literary writers. Novelists such as Ernest Hemingway and William
Faulkner and poets such as Emily Dickinson and Walt Whitman are well known for their distinctive literary styles. But
journalists, scientists, historians, and mathematicians also have distinctive styles, and they need to know how to vary
their styles to fit different audiences. For example, the first-person narrative style of a popular magazine like National
Geographic is quite different from the objective, third-person expository style of a research journal like Scientific
American, even though both are written for informational purposes.
Not just right and wrong
Style is not a matter of right and wrong but of what is appropriate for a particular setting and Audience.
Consider the following two passages, which were written by the same author on the same topic with the same main
idea, yet have very different styles:
“Experiments show that Heliconius butterflies are less likely to ovipost on host plants that possess eggs or egg-like
structures. These egg mimics are an unambiguous example of a plant trait evolved in response to a host-restricted
group of insect herbivores.”
“Heliconius butterflies lay their eggs on Passiflora vines. In defense the vines seem to have evolved fake eggs that
make it look to the butterflies as if eggs have already been laid on them.” (Example from Myers, G. (1992). Writing
biology: Texts in the social construction of scientific knowledge. Madison: University of Wisconsin Press. p. 150.)
What changed was the audience. The first passage was written for a professional journal read by other biologists, so
the style is authoritative and impersonal, using technical terminology suited to a professional audience. The second
passage, written for a popular science magazine, uses a more dramatic style, setting up a conflict between the butterflies and the vines, and using familiar words to help readers from non-scientific backgrounds visualize the scientific
concept being described. Each style is appropriate for the particular audience.
Elements of style
Many elements of writing contribute to an author’s style, but three of the most important are word choice, sentence
fluency, and voice.
Word choice
Good writers are concise and precise, weeding out unnecessary words and choosing the exact word to convey meaning. Precise words — active verbs, concrete nouns, specific adjectives — help the reader visualize the sentence. Good
writers use adjectives sparingly and adverbs rarely, letting their nouns and verbs do the work.
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Good writers also choose words that contribute to the flow of a sentence. Polysyllabic words, alliteration, and consonance can be used to create sentences that roll off the tongue. Onomatopoeia and short, staccato words can be used
to break up the rhythm of a sentence.
Sentence fluency
Sentence fluency is the flow and rhythm of phrases and sentences. Good writers use a variety of sentences with
different lengths and rhythms to achieve different effects. They use parallel structures within sentences and paragraphs to reflect parallel ideas, but also know how to avoid monotony by varying their sentence structures.
Good writers also arrange their ideas within a sentence for greatest effect. They avoid loose sentences, deleting extraneous words and rearranging their ideas for effect. Many students initially write with a looser oral style, adding
words on to the end of a sentence in the order they come to mind. This rambling style is often described as a “word
dump” where everything in a student’s mind is dumped onto the paper in no particular order. There is nothing wrong
with a word dump as a starting point: the advantage of writing over speaking is that writers can return to their words,
rethink them, and revise them for effect. Tighter, more readable style results when writers choose their words carefully, delete redundancies, make vague words more specific, and use subordinate clauses and phrases to rearrange
their ideas for the greatest effect.
Voice
Because voice is difficult to measure reliably, it is often left out of scoring formulas for writing tests. Yet voice is an
essential element of style that reveals the writer’s personality. A writer’s voice can be impersonal or chatty, authoritative or reflective, objective or passionate, serious or funny.
Assignment 1-2b - Questions
Reread the information on style answering the questions.
1. What is style?
2. What items contributes to a writer’s style?
3. Using what you now know about style, why is Thomas Paine’s statement “these are the times that try men’s
souls” more powerful than simply saying “These are bad time?”
4. What do journalists, scientists, historians, mathematicians, and literary writers have in common?
5. We need to vary style to fit different _______________________.
6. Respond to the statement, “There is only one right style.”
7. Why is it important to consider audience in determining what style to use in writing?
8. What is word choice and why is it an important element of style?
9. What is sentence fluency and why is it an important element of style?
10. What is voice and why is it an important element of style?
Section1-3: Audience, Purpose, and Task.
Before you can decide what style is proper for what you are writing, you need to determine audience, purpose, and
task. This can be done by looking carefully at the assignment and answering three simple questions.
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Assignment 1-3a - Examples
Read and study the example.
1. Example assignment: (Do not write to the prompt. We are using it to analyze what the prompt is asking.)
Mark Twain said, “Naked people have little or no influence on society.”
What does this statement mean? Do you agree or disagree with the statement? Write a five paragraph
essay expressing your interpretation of the quote whether or not the statement is generally true or false
according to your interpretation. Present researched facts and evidence that both prove your claim and
present a counter claim. Do not say “I think that…” Use word choice and evidence to convince your audience of your point of view.
Example analysis:
A. Analyze the language of the prompt Words that stand out - naked, influence, statement mean, agree, disagree, true or false,
interpretation, researched facts, evidence, word choice, convince
B. Determine task: What am I writing? - a five paragraph essay presenting a claim and including
counter claims
C. Determine purpose: Why am I writing? - to interpret and analyze the quote by Mark Twain, to
prove the truthfulness (or lack of truth) of the quote and interpretation. - persuasive argument
D. Determine audience: Who am I writing for? - A general audience including the teacher and other
students in class
E. Style - formal
F. Organization - possibly cause and effect - Cause = being “naked”/Effect = “influence on society” (will revisit after claim is determined and evidence is gathered)
Assignment 1-3b - Your Turn
Following the guide, create a short analysis of the prompt. (Do not write to the prompt. Analyze it.)
Prompt: It’s a lot easier to go with the flow, but sometimes our hearts won’t let us. Write about a time when you
supported an unpopular position because of your feelings or ideals. Write a 300-500 word narrative that details
your experience.
A.Analyze the language of the prompt.
B.Determine task: What am I writing?
C.Determine purpose: Why am I writing?
D.Determine audience: Who am I writing for?
E. Style F. Organization -
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Lesson 2 – Writing Process
I can use the writing process to strengthen my writing (W.9-10.5).
Section 2-1: Review
Assignment 2-1a - Watch
Watch “The Writing Process” at https://www.youtube.com/watch?v=71Y2uIyJM4g. Watch as many times as you
need and take notes on the steps to writing. You will be using this process to create a full length, published piece.
Pre-Writing - Brainstorm and Research
Drafting
Revising
Editing
Publishing
Lesson 3 – Short and Extended Writing
I can write appropriately to a range of both short and extended tasks (W.9-10.10).
I can use technology to gather texts, produce writing, and communicate with peers (W.9-10.6).
Section 3-1: Short Writing Tasks
Assignment 3-1a - Short Writing
For each of the following prompts (assignments), analyze the prompt, then write 2-3 paragraphs of your thoughts
on the subject. This is on demand writing and not a final draft. Write everything that comes to mind.
1. Retell a story you know about your favorite historical character, athlete, or celebrity.
Analyze the prompt.
A. Analyze the language of the prompt.
B. Determine task: What am I writing?
C. Determine purpose: Why am I writing?
D. Determine audience: Who am I writing for?
E. Style F. Organization Write to the prompt.
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2.Should the voting age be lowered to thirteen?
Analyze the prompt.
A.Analyze the language of the prompt.
B.Determine task: What am I writing?
C.Determine purpose: Why am I writing?
D.Determine audience: Who am I writing for?
E.Style F.Organization Write to the prompt.
3.How has the music industry been affected by the internet and digital downloading?
Analyze the prompt.
A.Analyze the language of the prompt.
B.Determine task: What am I writing?
C.Determine purpose: Why am I writing?
D.Determine audience: Who am I writing for?
E.Style F.Organization Write to the prompt.
Section 3-2: Extended Writing
Choose one of the previous three short writes to turn into an extended piece of 700=1000 words Follow the
writing process. Each step of the process is to be turned in for scoring. Check rubric at end for specific requirement.
Final product should be 3– 5 double spaced typed (Times New Roman or Calibri 12).
Assignment 3-2a - Brainstorming
Done. This is the short write brainstorming and choosing which to use as a topic. Use a graphic organizer from Education Place at http://www.eduplace.com/graphicorganizer/ to help you organize your thoughts.
Assignment 3-2b - Research
Using the internet or other resources available to you, research any needed evidence to support your topic and
claims. Start at Pioneer Library for a safe search at http://pioneer.uen.org/k12/. Remember to keep track of where
you get your information and turn in your notes.
Assignment 3-2c - Drafting
Write the first draft of your paper. Use this draft to get all of ideas down. This is not the draft to worry about spelling,
punctuation, or grammar.
Assignment 3-2d - Revision
Revise as many times as needed to get all of the items on the check list .
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Assignment 3-2e - Editing
Now rewrite specifically for all of the conventions in the check list.
Assignment 3-2f - Peer Editing
Always have someone else read any (almost final draft) paper for things you might of missed. A writer know what
he/she wanted to say and what is supposed to be in the paper. Because of this, it is almost impossible to truly edit
your writing without
help. Find someone to give feedback on your paper using a copy of the peer editing form .
Suggestions for Revision
Look For
Words and style are appropriate for the
intended audience.
Purpose is clear.
These/Claim is clearly stated.
Organization is logical.
Transitions make the thoughts clear and
coherent.
Focused on topic (everything ties together and proves the claim).
Ideas are complete and thoroughly discussed.
Evidence is present, clear, specific, and
properly cited.
Introduction is strong and grabs the reader’s attention.
Conclusion is concise and does not introduce new ideas or claims.
Spelling, Grammar, and punctuation are
correct.
What was most interesting about the
paper?
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Assignment 3-2g - Final Draft
Revise one more time with the peer feedback in mind. This is your final draft.
Assignment 3-2h - Publishing
Show evidence of using technology to produce your writing. (email, blog, word processor, other)
Assignment 3-2i - Self Reflection and Scoring
Grade yourself and score using a copy of the score guide (rubric) below. Hand in all of the work for this paper including your self score.
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Unit 5—Speaking/Listening
(Make sure you show evidence to the teacher that all assignments have been completed and have the teacher
check it off even when there is not a paper to be turned in. Most of the time, you will be using your own paper.
When a specific organizer or worksheet is required, ask the Credit Recovery teacher to get you a copy. Be sure to
keep all of your work to be handed in, scored , and recorded. The Assignment record is found at the end of this
module /packet.)
Lesson 1 – Collaboration
I can collaborate with others effectively and appropriate to task (SL.9-10.1).
Section 1-1: Working with Others
Work with another student individual to accomplish the tasks. For help with the assignment you can visit E Reading
Worksheets at http://www.ereadingworksheets.com/text-structure/patterns-of-organization/. Divide the work in
any way that makes sense. Check answers together. Sign each others worksheets.
Assignment 1-1a - Collaboration Worksheet
Read the short scenarios. Copy and fill in the organizational graphic worksheet on page 40.
Passage #1 – Chemical and Physical Changes
All matter, all things can be changed in two ways: chemically and physically. Both chemical and physical changes
affect the state of matter. Physical changes are those that do not change the make-up or identity of the matter. For
example, clay will bend or flatten if squeezed, but it will still be clay. Changing the shape of clay is a physical change,
and does not change the matter’s identity. Chemical changes turn the matter into a new kind of matter with different
properties. For example, when paper is burnt, it becomes ash and will never be paper again. The difference between
them is that physical changes are temporary or only last for a little while, and chemical changes are permanent,
which means they last forever. Physical and chemical changes both affect the state of matter.
Passage #2 – The Best PB & J Ever
When I got home from school after a long boring day, I took out the peanut butter, jelly, and bread. After taking the
lid off of the jars, I spread the peanut butter on one side of the bread and the jelly on the other, and then I put the
two pieces of bread together. After that, I enjoyed it while watching “Cops” on the TV. I swear, that was the best
peanut butter and jelly sandwich I ever ate.
Passage #3 – Bobby Fischer
Robert James Fischer was born in Chicago but unlocked the secrets of chess in a Brooklyn apartment right above a
candy store. At the age of six he taught himself to play by following the instruction booklet that came with his chess
board. After spending much of his childhood in chess clubs, Fischer said that, “One day, I just got good.” That may be
a bit of an understatement. At the age of 13 he won the U.S. Junior Chess Championship, becoming the youngest
Junior Champion ever. At the age of 14 he won the U.S. Championship and became the youngest U.S. Champion in
history. Fischer would go on to become the World Champion of chess, but he would also grow to become his own
worst enemy. Instead of defending the title, he forfeited it to the next challenger without even making a move, and
the rise of a chess superstar ended with a fizzle.
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Passage #4 – Save the Tigers
Dr. Miller doesn’t want the tigers to vanish. These majestic beasts are disappearing at an alarming rate. Dr. Miller
thinks that we should write to our congress people. If we let them know that we demand the preservation of this
species, maybe we can make a difference. Dr. Miller also thinks that we should donate to Save the Tigers. Our donations will help to support and empower those who are fighting the hardest to preserve the tigers. We owe it to our
grandchildren to do something.
Passage #5 – The Great Recession
Many people are confused about why our economy went to shambles in 2008. The crisis was actually the result of a
combination of many complex factors. First, easy credit conditions allowed people who were high-risk or unworthy
of credit to borrow, and even people who had no income were eligible for large loans. Second, banks would bundle
these toxic loans and sell them as packages on the financial market. Third, large insurance firms backed these packages, misrepresenting these high-risk loans as safe investments. Fourth, because of the ease of acquiring credit and
the rapid growth in the housing market, people were buying two or three houses, intending to sell them for more
than they paid. All of these factors created bubbles of speculation. These bubbles burst, sending the whole market
into a downward spiral, causing employers to lose capital and lay off employees. Consumer spending then plummeted and most businesses suffered. The economy is like a big boat, and once it gets moving quickly in the wrong direction, it’s hard to turn it around.
Passage #6 – Screen Protector
Before applying the screen protector, clean the surface of your phone’s screen with a soft cloth. Once the surface of
your screen is clean, remove the paper backing on the screen protector. Evenly apply the sticky side of the screen
protector to your phone’s screen. Smooth out any air bubble trapped on between the protector and the phone
screen. Enjoy the added protection.
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Copy and fill in worksheet.
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Credit Recovery
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Assignment 1-1b - Reflection
Respond - Use your own paper where appropriate where appropriate and make sure you keep it to turn in for scoring.
1. Describe the process of collaboration. How did you split responsibilities? Did both do the required work? Etc.?
2. What did you learn from working with someone?
Lesson 2 – Analyzing Media
I can analyze information presented in media formats (SL.9-10.2).
Section 2-1: Analyze Media Presentations
Assignment 2-1a - Media
Each of us is faced with over 3000 media (video, radio, TV, billboard,, magazine, internet, etc.) images a day. Most
of these - are trying to influence us to buy , do, or not do something. Being aware of the messages and able to
identify what the media is trying to do will put us in charge of ourselves rather than reactive puppets to the influence presented to us
Watch “How Mass Media Influences Our Society” at https://www.youtube.com/watch?v=yzc-jbFI_eM to gain a
better understanding of what this means.
Note that even this presentation had an agenda. It was informing, but also trying to persuade.
Assignment 2-1b - Analyzing
Applying the same type of analysis to media as we have to reading and writing helps to understand how any media
is trying to influence you.
Find 5 different media items. Examples would be newspaper article, editorial, posters, music, radio ad, TV ad, Internet ad, magazine article, news program, etc. Answer the following questions about each.
1.
2.
3.
4.
5.
6.
7.
8.
What is the purpose of the selection?
How do you know the purpose?
Are other points of view present?
Who is the target audience?
How do you know who the target audience is?
How does the ad or selection appeal to the target audience?
Are there any slogans or catchy phrases that influences the audience?
How effective do you think this selection is?
Assignment 2-1c - Reflection
Respond— How can understanding the structure and influence in the mass media help you ?
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Credit Recovery
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STOP!
CHECKLIST - Gather and turn in all of the following for credit. Mark each assignment you have done and/or included. Attach this check-off sheet to the
front of your work:
Pre-assessment Score _____________
Unit 1 – Language
Lesson 1 – Conventions
Section 1-1: Review
_____Assignment 1-1a - Commas
_____Assignment 1-1b - Types of Sentences and End punctuation
_____Assignment 1-1c - General Spelling
_____Assignment 1-1d - Capitalization
_____Assignment 1-1e - Possessive Nouns
_____Assignment 1-1f - Plurals
Section 1-2: Focus and Learn
_____Assignment 1-2a - Ellipsis and Dash
_____Assignment 1-2b - Ellipsis for omitted Material
_____Assignment 1-2c - Semicolon and Conjunctive Adverbs for Linking
_____Assignment 1-2d - Colon in Review
_____Assignment 1-2 e - Colon for Lists and Quotations
_____Assignment 1-2f - Tying It All together
Lesson 2 - Word Meanings
Section 2-1: Review
_____Assignment 2-1a - Using Context Clues
_____Assignment 2-1b - Roots, Prefixes, and suffixes
Section 2-2: Focus and Learn
_____Assignment 2-2a - Patterns of Word Change
_____Assignment 2-2b - Multiple Meaning Words
_____Assignment 2-2c - Using Dictionaries and Other Sources
Unit 2 - Reading Literature
Lesson 1 - Citing Evidence
Section 1-1: Citing Evidence Review
_____Assignment 1-1a - What does citing evidence mean?
_____Assignment 1-1b - What are different ways to cite evidence?
_____Assignment 1-1c - Practice In-text Citations
_____Assignment 1-1d — Explicit and Inferred Evidence
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_____Assignment 1-1e - Read “The Masque of the Red Death “
_____Assignment 1-1f - Practicing Explicit and Inferred Evidence
Lesson 2 - Words and Phrases
Section 2-1: Using Context Clues
_____Assignment 2-1a - Review Context and Strategies
_____Assignment 2-1b - Words from “The Masque of the Red Death
Lesson 3 - Theme
Section 3-1: Determine Theme
_____Assignment 3-1a - Finding Theme
_____Assignment 3-1b - Reread
_____Assignment 3-1c - Identify Theme
_____Assignment 3-1d - TIheme and Evidence
Lesson 4 - Analyze Character
Section 4-1: Analyze Character
_____Assignment 4-1a - Review
_____Assignment 4-1b - Characters in the Movies
_____Assignment 4-1c - Read
_____Assignment 4-1d - Character Analysis
Unit 3 - Reading Informational Text
Lesson 1 - Central Ideas and Citing Evidence
Section 1-1: Review
_____Assignment 1-1a - Review Information
Section 1-2: Central Ideas and Textual Evidence
_____Assignment 1-2a - What is Central Idea
_____Assignment 1-2b - Practice
_____Assignment 1-2c - Read
_____Assignment 1-2d - Central Idea Paper
Lesson 2 - Analyzing Author’s Purpose
Section 2-1: Determining Purpose
_____Assignment 2-1a - Watch
_____Assignment 2-1b - Read
_____Assignment 2-1c - Practice
_____Assignment 2-1d - Identifying Purpose
_____Assignment 2-1e - Write
Lesson 3 - Word Meaning
Section 3-1: Context Clues
_____Assignment 3-1a - Review
_____Assignment3-1b - Practice
Unit 4 - Writing
Lesson 1 - Organization, Style, Audience
Section 1-1: Organization
_____Assignment 1-1a - Patterns
_____Assignment 1-1b - Recognizing Patterns of Organization
Section 1-2: Style
_____Assignment 1-2a - Read
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_____Assignment 1-2b - Questions
Section 1-3: Audience, Purpose, and Task
_____Assignment 1-3a - Examples
_____Assignment 1-3b - Your Turn
Lesson 2 - Writing Process
Section 2-1: Review
_____Assignment 2-1a - Watch
Lesson 3 - Short and Extended Writing
Section 3-1: Short Writing Tasks
_____Assignment 3-1a - Short Writing
Section 3-2: Extended Writing
_____Assignment 3-2a - Brainstorming
_____Assignment 3-2b - Research
_____Assignment 3-2c - Drafting
_____Assignment 3-2d - Revision
_____Assignment 3-2e - Editing
_____Assignment 3-2f - Peer Editing
_____Assignment 3-2g - Final Draft
_____Assignment 3-2h - Publishing
_____Assignment 3-2i - Self Reflection and Scoring
Unit 5 - Speaking and Listening
Lesson 1 - Collaboration
Section 1-1: Working with Others
_____Assignment 1-1a - Collaboration Worksheet
_____Assignment 1-1b - Reflection
Lesson 2 - Analyzing Media
Section 2-1: Analyze Media Presentations
_____Assignment 2-1a - media
_____Assignment 2-1b - Analyzing
_____Assignment 2-1c - Reflection
Now, you must also:
Pass the final assessment
*NOTE: You must pass off all the work for each section. You must
also pass the end-of-module assessment at 60% or higher.
44 - Revised 11/11/2014
GRANITE SCHOOL DISTRICT
English Language Arts 10 th Grade Quarter 1 Module
Credit Recovery
Aligned to Utah ELA Standards
45 - Revised 11/11/2014